Research On The Situational "Intra-Class Flip" Teaching Mode Of Geography In Middle School

With the continuous advancement of education reform in China,flipped classroom with inquiry learning ao the core,as one of new teaching methods,has become the effective way to promote quality education in middle schools.Since flipped classroom was introduced in China in 2012,the trials and researches on the flipped classroom of various subjects in the middle school have been in full swing,but in the process of learning from the flipped classroom teaching mode abroad,the issues of localization and innovation of the flipped classroom have emerged.In this context,through the study and reference to the related research of the predecessors,this study tries to combine the flipped classroom teaching mode with the situational teaching,propose the concept of contextual “intra-classroom flip” teaching mode.At the same time,it used the middle school geography as the carrier to carry out the action research of the situational “intra-classroom flip” teaching mode,in order to explore a new teaching mode that can guide students to participate in classroom activities and explore actively and efficiently.For this purpose,the following work has been done in this study:The first,it describes the research basis for this article.This part briefly expounds the research questions and significance through the collation and analysis of related literatures.Then defines the core concepts related to the research and analyzes the research status at home and abroad.Finally,combined with the characteristics of the selected topics,the research methods and innovation are decided.The second,it analyzes the practical needs of middle school geography “intra-classroom flip” teaching mode.First of all,this part briefly expounds the main features and limitations of the traditional teaching mode of middle school geography.Secondly,it compares the situational “intra-classroom flip” teaching mode with the traditional teaching mode of middle school geography.Finally,from the perspective of geography education,teachers and students in middle school,this research analyzes and explores the feasibility of the implementation of situational “intra-classroom flip” teaching mode in geography teaching in middle school,and clarifies the practical needs of situational “intra-classroom flip” teaching mode.The third,it constructs the middle school geography situational “in-classroom flip” teaching mode.First of all,according to the characteristics of the “intra-classroom flip” teaching model and the relevant theoretical analysis of pedagogy and psychology,this research seeks the necessary theoretical support for the middle school geography situational “in-classroom flip” teaching mode.Secondly,on the basis of previous researches,this research refines and sums up the design principles and implementation of the principles of the situational “intra-classroom flip” teaching mode.Finally,combining the empirical research of the “three-ring and six-step” teaching method with the practice school,the author refines and constructs the general teaching process of the situational “intra-classroom flip” teaching mode.The fourth,it carries out action research on the middle school geography situational “intra-classroom flip” teaching mode.This part is the focus of this study,which mainly uses the educational action research method,the investigation method and the classroom observation method.It mainly tests the actual teaching effect through the action research of the situational “intra-classroom flip” teaching mode.In other words,can it improve the geography learning interest,academic achievement and the subject accomplishment of the experimental class students? In the process of action research,the author modifies and improves the situational “intra-classroom flip” teaching mode,and tries to explore its teaching implementation strategy.The action research in this part mainly includes the action research master plan and three rounds of specific action research processes.The process of three rounds of action research is presented in the form of three teaching action cases,named “Sea and Land Change”,“World Population” and “Weather and Climate”.The fifth,it summarizes the action research of the middle school geograph situational “intra-classroom flip” teaching mode.This part generalizes the teaching process of situational “intra-classroom flip” and summarizes teaching effects of the three action research-based “intra-classroom flip” teaching mode.At the same time,combined with the problems in the action research process and teaching reflection on the basis of this,this research refines the teaching implementation strategy of the teaching model,and analyzes the challenge of teachers and students under the inductive “intra-classroom flip” teaching mode.Among them,the teaching effects mainly include the improvement of the geography classes' efficiency,the enhancement of the subjective consciousness of the students and the improvement of the geography of the students.The teaching implementation strategy mainly includes the creation of high-quality teaching situations,the increase of the incentive mechanism for classroom teaching,improvement of classroom management and supervision mechanisms,and increase of the dynamic evaluation of classroom teaching.